Authentic Self in the Classroom: Exploring the Curricular, Pedagogical, and Socio-Spatial Dimensions of Teacher Authenticity (Poster 13)

• In Event: AERA Poster Session Saturday 3:20 p.m.
  In Poster Session: Lives of Teachers Poster Session

Abstract

This study analyzes three narrative inquiry studies on teachers' experiences of authenticity in secondary schools in the US and South Korea. It explores practical meanings of teacher authenticity in curricular, pedagogical, and spatial dimensions. Data includes in-depth interviews, autobiographical essays, school documents, and national guidelines. Through serial interpretation, three metaphors emerged: the jigsaw puzzle, the four-legged stool, and the home. These metaphors illuminate teachers' self-integration, connections among curriculum commonplaces (teacher, students, subject, milieu), and the ontological significance of classroom space in fostering authenticity. The findings will enrich teacher education discourse by integrating aspects of professionalism, personality, and morality, offering a more comprehensive framework for understanding teacher authenticity.

Author

• HyeSeung Lee, Texas A&M University